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Will it Blend Tip #3: Zorg ervoor dat alle activiteiten relevant zijn
Nu Driz
2014 - 2015
Set-up: Nu Driz
Goals: • Explain the theoretical basis of my Blended Learning design;• Illustrate to you how I make sure my activities are “relevant”;• Show you what my classes actually look like;
Schedule:
1. Theory
2. Show & Tell
3. Questions
Theoretical Basis:
• Learning context:• Practical or theoretical?• Home, field or classroom?• Alone? Class? Group?
• Skills to be taught:• Experiential, didactic or
strategic?• Situational or book-based?
• Practicality:• Time and/or place• Number/Level of students• Budget/facilities
• Theoretical soundness
“ Media selection must be based on the learning context, the skills to be taught, the practicality of the situation and what theory indicates would be appropriate.”
- Dick and Carey (1996)
Dick and Carey (1996)
Guiding Principles: How I keep activities relevant
• Create learning opportunities before, during and after class;
• Assist teaching/learning, do not replace it
• Justify AND sell the rationale behind the design
• (re)Connect home/digital exercises to classroom work/professional skills
• Hands-on: Engage the students in both home & classroom activities
• Give feedback!
Learning before class:
• Blackboard-based pre-class quiz:
• Introduction to week’s topic;
• Low bar, easily passable, meant to be inclusive;
• Connected to homework & topics in other subjects.
• Outcomes:
• Students come prepared, not like nestlings waiting for worms;
• Experience of success; encourages involvement;
• Feeling of urgency; connection to the greater whole.
Introduce topics using weekly pre-class quizzes
Learning during class:
• Short recap of previous class & Results of Blackboard Quiz:
• Application of theory learned:
• Actual skills practice based on homework, Feedback
• Tangible product at end of class
• Justify AND sell the rationale behind the design
• Outcomes:
• Reconnect to the greater whole, Feedback
• Feeling of urgency/efficacy
• Measurable progress
• Re-stress the importance of the activities
Today:
Learning Goals: By the end of this class, students will be able to• Differentiate between Strong & Weak organizational cultures;• Name the 4 kinds of corporate cultures from Cameron & Quinn’s
Competing Values Framework;• Use HR-related vocabulary words;• Write a rough draft of an introduction.
Today’s Schedule:
Part 1:• Quiz recap: strong & weak organizational cultures;• Vocabulary: Competing Values Framework;
Part 2: Skills Practice• (Re)writing the introduction.
Homework:• Do the exercises in
Blackboard;• Finalise your
introduction.
Strong & Weak Organizational Cultures
What is organizational culture?
STRONG
WEAK
Strong Organizational
Weak Organizational
Why is this important to me?
Concurrerende Waarden en 4 ‘archetypen’ van Cameron & Quinn
The Competing Values Framework
Why is this important to me?
Part 2: Writing the Introduction
The Introduction
The Introduction
Learning after class:
• Continuation of unfinished work:
• Preparation for next class:
• Pre-class quiz;
• Homework;
• Outcomes:
• Working towards final project;
• Feeling of urgency/motivation;
• Setting foundation for classroom activities.
Bibliography:
Dick, W., Carey L. (1996). The Systematic Design of Instruction, 4th ed. New York:
HarperCollins College Publishers.
McLaughlin, J. http://
study.com/academy/lesson/strong-vs-weak-organizational-cultures-examples-differ
ences.html
17 March 2015.
Woodall, D. (2012). Blended Learning Strategies:Selecting the Best Instructional
Method. From
http://www.skillsoft.com/assets/whitepapers/blended_learning_strategies_wp.pdf
17 March 2015.
QUESTIONS?